D

1:02  SPOTLIGHT Nora Leo

Alike
Suggested 10 Your actual
teaching time: minutes teaching time: Different Different
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Before reading and listening to the conversation, write
Chikungunya on the board. Ask Has anyone heard of
Chikungunya? (a virus that spreads through mosquito
bites; symptoms include fever, joint pain and swelling,
headache, muscle pain, rash) What other viruses are
in the news recently? (Answers will vary depending on
geography and time available.)
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After students read and listen, check comprehension
by asking What is causing the viruses? (global warming) ●
Have pairs copy the chart and fill in the circles with
What kind of outlook does Leo have? (pessimistic) What information that illustrates each person’s point of view.
kind of outlook does Nora have? (realistic/optimistic) Is
Leo going to go to the company dinner at the outdoor
●
Then bring the class together and call on volunteers to fill in
restaurant? Why/Why not? (No. He’s afraid he might get the blanks (alike: Nora and Leo think the mosquito viruses
Chikungunya.) Is Nora going? Why/Why not? (Yes. She is are scary; Nora different: not too worried, rolls with the
not worried.) punches, it’s part of life, wear long sleeves and hope for the
best, will go to company dinner at outdoor restaurant; Leo
different: thinks it’s a matter of time until we get all kinds of
E UNDERSTAND IDIOMS AND EXPRESSIONS new diseases, getting to him, won’t go to company dinner
Suggested 10 Your actual at outdoor restaurant)
teaching time: minutes teaching time:
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On the board, write Optimist, Pessimist, Realist. Ask
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To model the activity, invite a volunteer to read the first Which label would you use for Leo? (pessimist) Which label
expression. Ask students to find it in Exercise D. Call on would you use for Nora? (realist) Poll the class to see who is
another volunteer to read Leo’s part where he uses the more like Nora and who is more like Leo.
expression. Then read the choices and elicit the answer.
Option: [+5 minutes] Ask How might an optimist
If necessary, explain that the previous sentence mentions
approach the same topic? (Possible answers: say everything
so many mosquitos appearing due to warmer weather
will be fine, that this is a passing problem, no one will get
caused by global warming. Thus more viruses are
hurt) Write all suggestions on the board.
unavoidable.
Challenge: [+5–10 minutes] Divide the class into groups
●
Have students work in pairs to complete the rest of the
of three. Have students revise the role play to include a third
exercise. Encourage them to refer to the conversation
person who gives an optimistic view of the topic.
and context to help them determine the correct answer.
Circulate and assist as needed.
SPEAKING ROLE PLAY
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Bring the class together and go over the answers.
Suggested 10–15 Your actual
teaching time: minutes teaching time:
  LANGUAGE NOTE  The idiom roll with the punches means
to adapt to difficult situations as they occur. It is based on  Call on volunteers to read the four statements aloud.
●

the boxing term roll with the punches where a fighter has to
step aside while being hit to avoid getting a full blow. An
abbreviated version for this idiom is roll with it.
The idiom a sitting duck refers to someone or something
being open to attack. It refers to a duck floating on water;
that is, a target for a predator or a hunter.
Option: [+5–10 minutes] Have pairs role-play the
Spotlight conversation. Tell them they can choose the role
of the person they are more like.
Challenge: [+15–20 minutes] Divide the class into pairs.
Assign each pair one of the idioms or expressions. Have
pairs prepare short role plays consisting of 4–5 exchanges,
demonstrating correct use of the idiom or expression.
Then read the idioms and expressions from Exercise E and
tell students to use them in their role plays.
●
Point out that more than one answer may be possible.
Tell students they can adjust an expression as needed
(e.g., This has started getting to me to This is getting to you,
isn’t it?) As students work, circulate and assist as needed.
●
Bring the class together and call on pairs to share a
role play. After each one, ask Did anyone use a different
expression? Invite that pair to share.
Option: [+5 minutes] Have pairs choose one of their role
plays and continue it for several more exchanges. Tell them
to incorporate any of the other idioms and expressions
from Exercise E.

F COMPARE AND CONTRAST

Suggested 5 Your actual
teaching time: minutes teaching time:

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Have students discuss the questions in pairs.
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As students work, draw a comparison / contrast chart on
the board:

T3 UNIT 1 PREVIEW